ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

TEACHING MULTI- GRADE

CLASSES ELEC 1- TEACHING MULTI- GRADE CLASSES

LEARNING MODULE 5
Teaching Effectively in a Multigrade classroom

Introduction

MODULE
CBSUA – CALABANGA

COLLEGE OF EDUCATION

BACHELOR OF ELEMENTARY EDUCATION

A/Y 2021-2022

1ST SEMESTER

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Once you start teaching in a multigrade classroom, how effective your teaching is will largely
depend on how well you are prepared to handle multiple activities. The goal is to create diverse
instructional strategies both suitable to the curriculum content and based on the needs of your
students. Management of teaching calls for you to strategically plan activities to engage the students
through direct teaching, with a peer tutor, in a small group, or in independent study

Learning At the end of the unit, the students will be able to:
Outcomes a. Adapt the lesson plan being used in a
multigrade setting.
b. Demonstrate the different learning
materials that is useful in teaching multi
grade class.

Pre- Competency

What will be your strategy before you construct your lesson plan as well as your
learning materials when you will handle multigrade classes.

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J.R. BALDEMOR, Instructor
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ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Learning Content

a. Adapting the curriculum and lesson plan

b. Developing teaching and learning materials

TOPIC 1

Adapting the curriculum and

lesson plan

As noted above, every child comes to the school with the potential to learn but also with a
unique personality and set of needs and abilities. This means that you need to develop and implement
teaching strategies that enable you to address the needs of each child linked to his or her age,

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

maturity, interests, capacities, and capabilities. It will take time to get to know each of your students,
but you can begin by trying to make your multigrade classroom inclusive and conducive to learning
for each child and group. Useful suggestions include:

Group strategically. For some activities, divide your students into mixed-ability groups.
This will encourage students of different backgrounds to include each other in their work.

You may then want to group students by age or grade for skill subjects (such as reading and writing,
arithmetic, and science)

Prepare flexible and appropriate materials. For grouping to be effective, materials and
teaching must be varied and made challenging to accommodate the learning needs of students with
different levels of ability. Develop a variety of worksheets to be used with diverse groups in
multigrade classroom situations; these could include teacher-guided activity sheets, group- learning
worksheets, individual practice worksheets, and peer- directed instruction sheets

Promote self-paced learning. While helping students to perform activities together, at the
same time ensure that they are allowed to move through the curriculum at their own pace. This
should help them achieve the set learning objectives for each grade’s curriculum. Give extra attention
to children with special education needs. Ensure that students with disabilities, learning difficulties,
and other needs can achieve milestones as others do. You may need to include special preparation in
terms of separate worksheets and more individual attention depending on the nature and degree of
their special education needs

Adapting the Curriculum and Lesson Plans

Revisiting and redesigning the national curriculum to suit multigrade situations, according
to the number of classes to be combined together, is essential for teaching the required curriculum
content in a phased and continuous manner and for making it appropriate to the cultural and socio-
economic context of your school. To do this, you may find these suggestions useful:

 select common themes from one subject suitable for all the grades in your multigrade
classroom
 develop a flexible timetable for all the grades throughout the session on this theme
 develop daily lesson plans for each unit related to this theme with the help of textbooks and
reference material as per the curriculum
 select activities linked to the curriculum that are to be conducted in the class develop
relevant worksheets for individual or group practice relate concepts from the curriculum to

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

examples from your students’ daily lives prepare quizzes to assess your students’ mastery of
the curriculum content
 nurture talent in the school by organizing related co-curricular activities such as music,
creative arts, games, and physical education

In a multigrade classroom the curriculum is best delivered in an integrated sequence of

learning activities. To begin, you can concentrate on a theme, not individual subjects or grade level.
This becomes the focus for all learning activities for the whole class. You can add to the
effectiveness of the integrated unit by linking it to as many different learning areas as possible. You
will need to take time to become thoroughly familiar with the content materials for each theme.
Work with students interested in a particular topic to explore this as it facilitates there, and your,
learning. It is also important that you are systematic in planning lessons and developing teaching and
learning materials relevant to each of the curriculum units.

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Integrated approaches assume that multiple resources will be used by students during the
course of the lesson. Textbooks will be one of these resources, but these will be supplemented by a
variety of additional print, audio-visual, and community and human resources. Field trips, community
speakers, videos, library books, newspapers, and magazines may be used as resources if available in
rural, remote areas. Learning how to use a variety of resources to find information is one of the
intended learning outcomes of integrated learning.

When developing a sequence of learning activities for an integrated unit, you have to aim for
maximum variety. In the course of a thematic unit, therefore, students in different grades will need to
work as a whole class, in small groups, in pairs and sometimes individually. Students will interact
with you, other students, members of the community, and various learning materials. The core theme
and sub-topics are seen as natural contexts for students to use and further develop their skills and
abilities in language and literacy, arts/social studies, arithmetic, science, and the creative arts.

Lesson planning for multigrade teaching depends on the number of grades combined in the
classroom. But whatever the number of lesson plans needed per day, there are three stages of planning
to consider: planning activities before the lesson, during the lesson, and after the lesson.

Example Lesson Plan

Subject: Science Topic: Classifying living things Grade: 3-4
Learning By the end of this lesson, you will have: Materials and
outcomes notes
 collected and displayed real items in a logical
way in your classroom to support your students’
learning about grouping living things
 used model building as a way of recording what
your students know about different plants and
animals
Activity1: Tell your students that they will be developing a Give pupils several
display to show non-living and living things around days to bring in
Collecting them. Explain that it would not be right to display things for the
evidence real animals and plants. They should not damage or kill display.
of life anything living. Instead, rather like detectives, they
Seven
around us should hunt for clues and evidence of any living thing –
characteristics of
e.g. feathers, droppings, leaves and seeds.
Whole living things:
class Choose six things from the display – three living and
 Nutrition
three non-living – and display them on another table.
Gather your students round the table and ask them  Reproduction
which of the six things are living and how they know  Growth
this. By careful questioning and discussion you should  Respiration
be able to draw up a list of the seven characteristics
of living things. You might want to include this list of  Sensitivity
characteristics as part of the display.  Movement

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Finally, you could ask students to categorise the living  Excretion

things into further sub-groups: animals, plants and so
on. Ask them to think about what defines each group
and where each item sits in the display.
Activity2: Scientists group things by similarities and differences Before this
in the basic patterns of their structure or form. activity, ask your
Building One way to find out what your pupils observe about students to bring
models of patterns in plants is by asking them to make models. in scrap materials
plants and collect some
Organize the scrap materials so that each group has
yourself. Scrap
Small a selection to use. Write the following instructions on materials might
groups the chalkboard: include: tin,
according
 Talk about what a plant looks like cardboard, string,
to grade
tape, straws,
or ability  Then make models of the plants from the scrap
plastic bottles,
level materials
fabric, paper,
If higher grades or more able students finish netting, wire.
first, work with them to develop a lexicon (a small
dictionary) to show which words the students knew to
describe the parts of plants that they were familiar
with (you might find it helpful to put up these words
round your classroom and encourage the students to
use them when talking about their models).

Adapted from TESSA Science Module 1: Looking at Life, Section 1: Classifying living
things http://www.tessafrica.net/node/975 (Accessed 17 December 2012.)

TOPIC 2

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Developing teaching and

learning materials

One of the challenging but also enjoyable tasks of being a multigrade teacher is the chance to
prepare a wide range of teaching and learning materials for the grade levels and subjects you teach.
To keep this organized, each set of grade-level materials can be placed in a folder including specific
content to be taught and guidelines on how to teach it in the most effective way.

Teaching and learning materials should be developed keeping in mind flexible grouping
across grades. If possible, the following can be used as support material in the class and be openly
displayed for all students to use: books, play materials and toys, specific subject kits, story books,
musical instruments, and dictionaries (and even an encyclopedia if available), along with paper,
pencils, crayons, paint, color markers, a whiteboard or chart paper, maps, and models. You can also
develop student worksheets on different concepts and themes in the curriculum. These should be
designed keeping in mind the level of each grade and of individual students. The worksheets may be
prepared from the reference materials available in the class and on the basis of the theme chosen for
delivery in the class.

This worksheet for primary grades is a good example of a resource that is student-friendly
and helpful in developing skills both in reading comprehension and in the naming of animals and
plants.

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Teaching and learning materials are required in large quantity due to the diverse grades
studying in one classroom. These can include visual aids such as picture cards, flash cards, and
word/sentence cards as well as games (a word-search or quiz) and charts (a calendar or weather
chart). They can also include audio resources; for example, if you have access to the radio, why not
use that as a teaching aid? Your multigrade classrooms might be in a location where the resources at
your disposal are very limited. It might therefore be difficult for you to produce and duplicate
worksheets. However, teaching and learning materials can be developed using locally available
materials that are of low cost and relevant to the local culture. These might include local plants and
flowers; materials such as limestone, charcoal or clay; and discarded items like tin cans, plastic
bottles, milk boxes, magazines and bicycle parts. This is easiest if you come from the local area and
are familiar with such resources, but your expertise as a multigrade teacher lies in improvising
materials to be integrated into teaching. It can also be useful to use the local community as a resource
in other ways; for example, you could start a school garden, go on nature-trail walks in the local area,
or invite members of the community to talk to the class.

To keep track of the materials you have developed for your classroom – or might need to develop – it
is helpful to make a list of topics to enable you to identify resources and integrate the resources that
are relevant to the topic at the right time. You could add the resources available in your school to the
table below.

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

For example, if you live in an area where there are many kinds of trees, as part of science
teaching you might select a topic on “Trees”. You could start by facilitating a discussion on trees and
their benefits and then make a grade-specific chart for describing a tree. Give one chart to each

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

group (or individual student); the groups can look at different trees and compare their charts. At the
end of the lesson bring the whole class back together for a final activity or follow up lesson from the
textbook. After the lesson you will have an inventory of trees in the school area. You can display the
charts in the classroom and follow this up with a lesson from the textbook. The same method can be
applied to other topics.

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Post-Competency

Construct your own lesson plan for teaching multi grade class.

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Rubric in scoring Pre-Competency and Post- Competency

Analytic Rubric
Criterion Exemplary Satisfactory Needs
(20) (15) Improvement
(10)
Organization The organization The thoughts were Thoughts were
of thoughts were adequately rumpled and
clearly structured. organized. incomplete.
Clarity Ideas were stated Ideas were clear Unclear ideas
relevant and clear. stated nearly and
relevant. inconsequential.
Creativity of Idea Cleverly written Written with some Written with dull
skill ideas

J.R. BALDEMOR, Instructor

 ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Depth of Content was Content was Content was

Understanding visualized with the somehow misinterpreted.
in-depth comprehensive.
knowledge about
the topic
Total

In a Nutshell

Mission accomplished! You have now reached the end of the First chapter of this module.
How about giving yourself a treat? To officially end you’re your learning experience, write
your reflection and conclusion by completing this graphic organizer

I am certain that I learned I think there is a need to … I could apply what I learned
about ……. by ….
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References

https://www.education.gov.pg/TISER/documents/pastep/pd-mt-1-introduction-to-multigrade-teaching-
student.pdf
For your queries and clarification, you can reach me at:

[email protected]
Jessica Rodriguez Baldemor
+639454883776/ 09517644711

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

J.R. BALDEMOR, Instructor